Impact of Executive Function Deficits and Attention-Deficit/Hyperactivity Disorder (ADHD) on Academic Outcomes in Children.

TLDR

The study examined the association between executive function deficits and functional outcomes in children and adolescents with ADHD. Participants included 259 children and adolescents with ADHD and 222 without, recruited from pediatric and psychiatric clinics, and executive function deficits were defined as impairment on at least two executive function measures. Children and adolescents with ADHD and executive function deficits had higher rates of grade retention, lower academic achievement, and greater risk of academic impairment compared to ADHD alone, matched controls, learning disabilities, and IQ, while social functioning and psychiatric comorbidity were unchanged.

Abstract

The association between executive function deficits (EFDs) and functional outcomes were examined among children and adolescents with attention-deficit/hyperactivity disorder (ADHD). Participants were children and adolescents with (n = 259) and without (n = 222) ADHD, as ascertained from pediatric and psychiatric clinics. The authors defined EFD as at least 2 executive function measures impaired. Significantly more children and adolescents with ADHD had EFDs than did control participants. ADHD with EFDs was associated with an increased risk for grade retention and a decrease in academic achievement relative to (a) ADHD alone, (b) controlled socioeconomic status, (c) learning disabilities, and (d) IQ. No differences were noted in social functioning or psychiatric comorbidity. Children and adolescents with ADHD and EFDs were found to be at high risk for significant impairments in academic functioning. These results support screening children with ADHD for EFDs to prevent academic failure.